Culturally Responsive Pedagogy: Working Towards Decolonization, Indigeneity And Interculturalism by Fatima Pirbhai-illichCulturally Responsive Pedagogy: Working Towards Decolonization, Indigeneity And Interculturalism by Fatima Pirbhai-illich

Culturally Responsive Pedagogy: Working Towards Decolonization, Indigeneity And Interculturalism

byFatima Pirbhai-illichEditorShauneen Pete, Fran Martin

Hardcover | March 10, 2017

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This book convincingly argues that effective culturally responsive pedagogies require teachers to firstly undertake a critical deconstruction of Self in relation to and with the Other; and secondly, to take into account how power affects the socio-political, cultural and historical contexts in which the education relation takes place. The contributing authors are from a range of diaspora, indigenous, and white mainstream communities, and are united in their desire to challenge the hegemony of Eurocentric education and to create new educational spaces that are more socially and environmentally just. In this venture, the ideal education process is seen to be inherently critical and intercultural, where mainstream and marginalized, colonized and colonizer, indigenous and settler communities work together to decolonize selves, teacher-student relationships, pedagogies, the curriculum and the education system itself. This book will be of great interest and relevance to policy-makers and researchers in the field of education; teacher educators; and pre- and in-service teachers.

 

Fatima Pirbhai-Illich is Associate Professor and Chair of the Language and Literacy Education Department at the University of Regina, Saskatchewan, Canada. Her research focuses on critical multicultural literacy education for marginalised and disenfranchised youth. Shauneen Pete is Associate Professor in the Faculty of Education at the...
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Title:Culturally Responsive Pedagogy: Working Towards Decolonization, Indigeneity And InterculturalismFormat:HardcoverDimensions:261 pagesPublished:March 10, 2017Publisher:Palgrave MacmillanLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:3319463276

ISBN - 13:9783319463278

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Table of Contents

PART I.- Chapter 1. Culturally Responsive Pedagogies: Decolonization, Indigeneity and Interculturalism; Fatima Pirbhai-Illich, Shauneen Pete & Fran Martin.- PART II.- Chapter 2. Identification of Cultural Heuristics for the Creation of Consistent and Fair Pedagogy for Ethnically Diverse Students; Abdul Jabbar and Mohammed Mirza.- Chapter 3. Idle No More: Radical Indigeneity in Teacher Education; Shauneen Pete.- Chapter 4: Decolonizing Pedagogies: Disrupting Perceptions of The Other in Teacher Education; Gertrude Tinker Sachs, Barbara Clark, Meral Durkaya, Annmarie Jackson, Charles Johnson, William Lake & Patty Limb.- Chapter 5. Becoming Culturally Responsive: Reflections from an Autoethnographic Exploration of Teaching and Learning English in Brazil; Andrea Blair.- PART III.- Chapter 6. The Role of Song and Drum in Schools: A Response to Questions about Culturally Responsive Practice; Anna-Leah King.- Chapter 7. Using Maori Metaphors to Develop a Culturally Responsive Pedagogy of Relations; Iti Joyce.- Chapter 8. Partnering Maori Whanau in Literacy Interventions; Therese Ford.- PART IV.- Chapter 9. What's at Stake in a High Stakes Math Test? A Textual Analysis of Challenges for Emergent English Bilingual learners; Theresa Austin.- Chapter 10: Spoken Language and Literacy Assessments: Are They Linked?; Ann Daly.- PART V.- Chapter 11: Beyond Culturally Responsive Pedagogy: Decolonizing Teacher Education; Fran Martin, Fatima Pirbhai-Illich, Shauneen Pete.-

Editorial Reviews

This book convincingly argues that effective culturally responsive pedagogies require teachers to firstly undertake a critical deconstruction of Self in relation to and with the Other; and secondly, to take into account how power affects the socio-political, cultural and historical contexts in which the education relation takes place. The contributing authors are from a range of diaspora, indigenous, and white mainstream communities, and are united in their desire to challenge the hegemony of Eurocentric education and to create new educational spaces that are more socially and environmentally just. In this venture, the ideal education process is seen to be inherently critical and intercultural, where mainstream and marginalized, colonized and colonizer, indigenous and settler communities work together to decolonize selves, teacher-student relationships, pedagogies, the curriculum and the education system itself. This book will be of great interest and relevance to policy-makers and researchers in the field of education; teacher educators; and pre- and in-service teachers. "An important read for educators, administrators and policy makers . a very welcome addition to studies of decolonial education and the poetics and politics of educational futurity." (George J. Sefa Dei, Professor of Social Justice Education, University of Toronto, Canada)